Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? Game based learning is used to engage students in learning. There are a variety of games that can be used. For example the use of badges. Games do not need to be thought of as a ‘waste of time’ if utilised correctly.
W = What do you want to learn? strategies to implement game based learning in my classroom
L = What have you learned? (we'll do this last one later) What is fun and how to define it. This is essential to ensuring that the games I employ actually lead to engagement and thus a greater chance of learning.
After using the rubric to evaluate the reading challenge and Zombie geography, I really started to understand all of the components and terminology used. Not being a 'gamer' myself, it may have taken me a little longer than others to grasp these concepts. The rubric and glossary were very helpful.
Reflection
What is fun and how to define it. This is essential to ensuring that the games I employ actually lead to engagement and thus a greater chance of learning.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification
My year 9 students are currently learning the periodic table and balancing chemical equations. This topic would benefit from gamification because there are no experiments in this section of the course and it is very mathematical and 'dry' content.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I currently have a great understanding of the game mechanics and components but I am still at little confused by the Dynamics. I no longer think of gamification as being difficult. I particularly liked the statement about gamification being a design methodology not a technology driven method.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
I think this activity is a 2 on the 'game' scale. There is no narrative and limited, emotion, game components, serious fun and social fun. The range of certificates develops progression and there is a large scope to include game mechanics such as reward charts, congratulated on assembly etc. Students can also build relationships when reviewing books and reading books together.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
I think this activity is a 4 on the 'game scale'. This activity revolves around a narrative that is also linked to society, which evokes emotion. The students must constantly communicate and collaborate. As the students progress they learn and apply a new geographical skill each lesson. There are more game mechanics than components. All of the 'fun' components are also immersed at a high level.
You Try/ A final reflection
Game Thinking Planning Template
I am currently on maternity leave and therefore to do not have direct access to syllabus documents and work programs. I however would like to develop a unit of work based around Mouse Trap Cars. I have been trying to introduce this concept/learning tool into my school and think that if it were to be combined with Game based Learning it could be a really positive inclusion to our program. Lesson Outcomes
The students (in groups) would be required to use their knowledge learnt in class tasks to design a mouse trap powered car. At the end of the unit of work, students would compete against each other to determine which car travelled the longest distance. The winner of the competition would receive a trophy and have the opportunity to compete against the ‘staff’ built car for a different trophy during assembly. Description of your audience
Year 9 boys (single sex school). This is the most senior level of our middle school. If this unit of work was completed every year it would build a sense of ownership and excitement for the boys entering Year 9. Boys also love to compete so this would be a great platform for learning. Time constraints
This will depend on the final number of outcomes selected, but probably 6 weeks. Game Elements
GAME DYNAMICS – Students would learn key knowledge or skills of physics during class time. At the end of the week (or a period of lessons) students would be given the opportunity to communicate their learnt knowledge eg. A short test (feedback). If the group of students pass the test they will be given points. Time will also be given in class for groups to work on and test their design/ building of the car (progression, feedback and interaction).
GAME MECHANICS – the weekly test will create challenge, competition and co-operation. Points will be used to acquire materials from the school or from other teams (resource acquisition and transactions). Materials will ‘cost’ various amounts. Therefore students will need to decide whether to ‘sell’ items to gain points to ‘buy’ more expensive materials. They will need to decide from the knowledge they have learnt in class what materials will allow their car to travel a longer distance and therefore which materials they need to ‘save’ their points to purchase. Maybe we could have a weekly auction.
GAME COMPONENTS – A leader board could be used to show how many points, which pieces of information/equipment each group has achieved. Boss fight – competing against the staff car. Teams – student groups.
Fun check
Easy Fun – weekly tests of their car (measuring how far they travel) will allow instant feedback (hopefully positive) as they car travels further with each learnt piece of knowledge or equipment.
Hard Fun – the weekly tests provide consistent challenges and hurdles. The variety and pricing of resources that can be ‘bought’ and ‘sold’ will require strategy if they are to acquire the resources they want for their car.
Serious Fun – The heats and final competition at assembly will create huge amounts of excitement.
Social Fun – They work in teams of their own choosing and interact with each other along the way.
Have you filled in the evaluation? Have you found the bonus level content?
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know?
Game based learning is used to engage students in learning. There are a variety of games that can be used. For example the use of badges. Games do not need to be thought of as a ‘waste of time’ if utilised correctly.
W = What do you want to learn?
strategies to implement game based learning in my classroom
L = What have you learned? (we'll do this last one later)
What is fun and how to define it. This is essential to ensuring that the games I employ actually lead to engagement and thus a greater chance of learning.
After using the rubric to evaluate the reading challenge and Zombie geography, I really started to understand all of the components and terminology used. Not being a 'gamer' myself, it may have taken me a little longer than others to grasp these concepts. The rubric and glossary were very helpful.
Reflection
What is fun and how to define it. This is essential to ensuring that the games I employ actually lead to engagement and thus a greater chance of learning.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamificationMy year 9 students are currently learning the periodic table and balancing chemical equations. This topic would benefit from gamification because there are no experiments in this section of the course and it is very mathematical and 'dry' content.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I currently have a great understanding of the game mechanics and components but I am still at little confused by the Dynamics. I no longer think of gamification as being difficult. I particularly liked the statement about gamification being a design methodology not a technology driven method.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)I think this activity is a 2 on the 'game' scale. There is no narrative and limited, emotion, game components, serious fun and social fun. The range of certificates develops progression and there is a large scope to include game mechanics such as reward charts, congratulated on assembly etc. Students can also build relationships when reviewing books and reading books together.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
I think this activity is a 4 on the 'game scale'. This activity revolves around a narrative that is also linked to society, which evokes emotion. The students must constantly communicate and collaborate. As the students progress they learn and apply a new geographical skill each lesson. There are more game mechanics than components. All of the 'fun' components are also immersed at a high level.
You Try/ A final reflection
Game Thinking Planning Template
I am currently on maternity leave and therefore to do not have direct access to syllabus documents and work programs. I however would like to develop a unit of work based around Mouse Trap Cars. I have been trying to introduce this concept/learning tool into my school and think that if it were to be combined with Game based Learning it could be a really positive inclusion to our program.
Lesson Outcomes
The students (in groups) would be required to use their knowledge learnt in class tasks to design a mouse trap powered car. At the end of the unit of work, students would compete against each other to determine which car travelled the longest distance. The winner of the competition would receive a trophy and have the opportunity to compete against the ‘staff’ built car for a different trophy during assembly.
Description of your audience
Year 9 boys (single sex school). This is the most senior level of our middle school. If this unit of work was completed every year it would build a sense of ownership and excitement for the boys entering Year 9. Boys also love to compete so this would be a great platform for learning.
Time constraints
This will depend on the final number of outcomes selected, but probably 6 weeks.
Game Elements
GAME DYNAMICS – Students would learn key knowledge or skills of physics during class time. At the end of the week (or a period of lessons) students would be given the opportunity to communicate their learnt knowledge eg. A short test (feedback). If the group of students pass the test they will be given points. Time will also be given in class for groups to work on and test their design/ building of the car (progression, feedback and interaction).
GAME MECHANICS – the weekly test will create challenge, competition and co-operation. Points will be used to acquire materials from the school or from other teams (resource acquisition and transactions). Materials will ‘cost’ various amounts. Therefore students will need to decide whether to ‘sell’ items to gain points to ‘buy’ more expensive materials. They will need to decide from the knowledge they have learnt in class what materials will allow their car to travel a longer distance and therefore which materials they need to ‘save’ their points to purchase. Maybe we could have a weekly auction.
GAME COMPONENTS – A leader board could be used to show how many points, which pieces of information/equipment each group has achieved. Boss fight – competing against the staff car. Teams – student groups.
Fun check
Easy Fun – weekly tests of their car (measuring how far they travel) will allow instant feedback (hopefully positive) as they car travels further with each learnt piece of knowledge or equipment.
Hard Fun – the weekly tests provide consistent challenges and hurdles. The variety and pricing of resources that can be ‘bought’ and ‘sold’ will require strategy if they are to acquire the resources they want for their car.
Serious Fun – The heats and final competition at assembly will create huge amounts of excitement.
Social Fun – They work in teams of their own choosing and interact with each other along the way.
Have you filled in the evaluation? Have you found the bonus level content?